Three years ago, our district initiated an in-house Technology Grant system as a way to support teacher learning and transform our use of technology so that there was a direct benefit for students with their learning and achievement.
Learning is a developmental process for adults as well. Transforming classroom instruction to include effective technology integration takes patience as there are steps along the way.
The Hartland-Lakeside School District uses an Instructional Technology Continuum that is based on research and practice. It is located at http://hartland4kids.wikispaces.com/
In the Spring of 2008, we implemented a grant application process to enable and facilitate the pioneer spirit of teachers who were committed to moving forward.
District Technology Interview
*Anyone is welcome to use and adapt this model along with the grant applications, but we please ask that you acknowledge that we were instrumental in the process should additional recognition be given. In return, we acknowledge that there are many people who have contributed to our growth and development of the process. We acknowledge the collective wisdom and value from connections and relationships.
elow is a record of our district movement toward transformational uses of instruction with technology.
Information regarding the District Technology Grant Process The Hartland-Lakeside School District uses technology to achieve 3 main goals: 1. Technology can be used to meet diverse learning needs. It provides the opportunity for students to design and express their learning in different ways. 2. Extensive access to information through technology enhances the ability to think creatively and solve problems. 3. Technology opens the world to each person. Making connections and building relationships enhance and extend learning. Teachers in the Hartland/Lakeside School District are using technology to: Meet individual learning needs Examples: · Students who struggle with handwriting are given the choice to word process to express their learning. · Students use the speech reader tool to help them listen to content. · Students use the speech reader tool to listen to their writing. This gives them feedback so they can go back and revise their work. · Students practice fluency by using iMovie. Then can listen to themselves and practice to improve. · Students are writing collaboratively and using a variety of information resources. Text is not just word based it includes pictures, sound, and video. Enhance learning by increasing access to information and allowing students to express their learning in different formats Examples: · When a student has a question, they immediately seek the answer and share their research with their class. · Students share what they know in their own words on a blog creating ownership and excitement. · Students are independently solving their own problems by working together. · Students are increasing their writing ability via blogging because they can see other examples from their peers and reflect on their progress. · Students evaluate information on the Internet. · Students discuss the content in real time while the teacher is teaching and then later reflect on their digital discussion. They record their questions and thoughts. · Students are accessing current information during research and sharing this information by using text and pictures. · Students are engaged in research where they not only have to understand content they have to explain how and why they are reaching conclusions. · Students are collecting their own resources of information to answer guiding questions. · Students are designing their own learning to learn content by coming up with questions, connecting with community members and expressing themselves in a video Connecting Examples: · Community members comment on student questions from blogs and email. · Students video conference with students from other countries and talk about learning. · Parents comment on their child’s work via a blog or wiki. · Students have richer discussions about literature via an online format. They learn how to ask critical questions to engage in a deeper discussion. · Students use Google Earth to map their project based on where they want to visit · Students are connecting with experts such as an author. Plus more! Increase student ownership. Engage all students in different ways. Motivate students to learn. Excite students to share with their parents.
Learning is a developmental process for adults as well. Transforming classroom instruction to include effective technology integration takes patience as there are steps along the way.
The Hartland-Lakeside School District uses an Instructional Technology Continuum that is based on research and practice. It is located at http://hartland4kids.wikispaces.com/
In the Spring of 2008, we implemented a grant application process to enable and facilitate the pioneer spirit of teachers who were committed to moving forward.
District Technology Interview
*Anyone is welcome to use and adapt this model along with the grant applications, but we please ask that you acknowledge that we were instrumental in the process should additional recognition be given. In return, we acknowledge that there are many people who have contributed to our growth and development of the process. We acknowledge the collective wisdom and value from connections and relationships.
elow is a record of our district movement toward transformational uses of instruction with technology.
Information regarding the District Technology Grant Process
The Hartland-Lakeside School District uses technology to achieve 3 main goals:
1. Technology can be used to meet diverse learning needs. It provides the opportunity for students to design and express their learning in different ways.
2. Extensive access to information through technology enhances the ability to think creatively and solve problems.
3. Technology opens the world to each person. Making connections and building relationships enhance and extend learning.
Teachers in the Hartland/Lakeside School District are using technology to:
Meet individual learning needs
Examples:
· Students who struggle with handwriting are given the choice to word process to express their learning.
· Students use the speech reader tool to help them listen to content.
· Students use the speech reader tool to listen to their writing. This gives them feedback so they can go back and revise their work.
· Students practice fluency by using iMovie. Then can listen to themselves and practice to improve.
· Students are writing collaboratively and using a variety of information resources. Text is not just word based it includes pictures, sound, and video.
Enhance learning by increasing access to information and allowing students to express their learning in different formats
Examples:
· When a student has a question, they immediately seek the answer and share their research with their class.
· Students share what they know in their own words on a blog creating ownership and excitement.
· Students are independently solving their own problems by working together.
· Students are increasing their writing ability via blogging because they can see other examples from their peers and reflect on their progress.
· Students evaluate information on the Internet.
· Students discuss the content in real time while the teacher is teaching and then later reflect on their digital discussion. They record their questions and thoughts.
· Students are accessing current information during research and sharing this information by using text and pictures.
· Students are engaged in research where they not only have to understand content they have to explain how and why they are reaching conclusions.
· Students are collecting their own resources of information to answer guiding questions.
· Students are designing their own learning to learn content by coming up with questions, connecting with community members and expressing themselves in a video
Connecting
Examples:
· Community members comment on student questions from blogs and email.
· Students video conference with students from other countries and talk about learning.
· Parents comment on their child’s work via a blog or wiki.
· Students have richer discussions about literature via an online format. They learn how to ask critical questions to engage in a deeper discussion.
· Students use Google Earth to map their project based on where they want to visit
· Students are connecting with experts such as an author.
Plus more!
Increase student ownership.
Engage all students in different ways.
Motivate students to learn.
Excite students to share with their parents.